EHOVE/LCCC Occupational Therapy Assistant Program Level II Fieldwork OCTA 205

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1 EHOVE/LCCC Occupational Therapy Assistant Program Level II Fieldwork OCTA 205 Instructor & Academic Fieldwork Coordinator: Office Hours: Mondays and Wednesdays Phone: (Office) Fax: s received will be returned within 24 hours. Dates: First Rotation August 17 th -October 9 th, 2015 Second Rotation October 12 th -December 4 th, 2015 Make-up and Sick day policy is outlined in the OTA Student Handbook. Summary of that policy is that a student may miss one day per eight (8) week rotation. These days may be used for facility observed holidays or sick days as needed. Any more than one (1) missed day per rotation needs to be made up at the convenience of the facility/supervisor. Course Activities: Fieldwork Participation: 2 rotations, 8 weeks full time each rotation Online Submission of Assignments (Canvas) Evaluation & Assignments: AOTA Fieldwork Performance Evaluation (FWPE) first rotation Original Sent via USPS Mail with supervisor signature on seal of envelope AOTA Fieldwork Performance Evaluation (FWPE) second rotation Original Sent via USPS Mail with supervisor signature on seal of envelope Weekly Collaboration Logs for each rotation (14) Copy sent via fax, or Canvas with student and supervisor signatures Weekly discussion questions/assignments on Canvas Student responsibility **Students must receive a passing grade on the FWPE for two rotations to pass OCTA 205. **If a failing grade is received on either of the FWPE, a third rotation is not guaranteed to the student. Opportunity to repeat one failed rotation may be provided after remediation activities and assignments are completed satisfactorily, and at the discretion of the faculty. These makeup assignments will facilitate growth in weak areas identified by the fieldwork site and Academic Fieldwork Coordinator, and will be individualized to each student s needs. A third placement is contingent upon being able to locate a suitable setting, supervisor and the outcomes of the student s remediation work.

2 **All other assignments must be completed and submitted via Canvas to pass the course. The course is pass/fail. **A faculty member will make at least one site visit either in person, via Skype or phone call to each student and supervisor during each FW rotation in weeks 4-6. Course Objectives Please review the following objectives with your supervisor during the first week. Collaboratively, you need to decide which of the below are feasible to be addressed in your setting. Both of you need to sign the form at the bottom of this and return via Canvas, or fax. Use sound judgment in regard to safety of self and others and adhere to safety regulations B 2.8 throughout the occupational therapy process as appropriate to the setting and scope of practice. Explain the need for and use of compensatory strategies when desired life tasks cannot be B 2.10 performed. Identify interventions consistent with models of occupational performance. B 2.11 Gather and share data for the purpose of screening and evaluation using methods including, B 4.1 but not limited to, specified screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, and significant others. Administer selected assessments using appropriate procedures and protocols (including B 4.2 standardized formats) and use occupation for the purpose of assessment. Articulate the role of the occupational therapy assistant and occupational therapist in the B 4.5 screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapy assistant and occupational therapist in that process. Identify when to recommend to the occupational therapist the need for referring clients for B 4.9 additional evaluation. Document occupational therapy services to ensure accountability of service provision and to B 4.10 meet standards for reimbursement of services, adhering to the requirements of applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services. Assist with the development of occupation-based intervention plans and strategies B 5.1 (including goals and methods to achieve them) on the basis of the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components: The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments. Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary

3 systems). Performance patterns (e.g., habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social). Performance skills, including motor and praxis skills, sensory perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills. Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation. Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods). Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration. Provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception). Demonstrate therapeutic use of self, including one s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction. Implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance. Adapt environments (e.g., home, work, school, community) and processes, including the application of ergonomic principles. Articulate principles of and demonstrate strategies with assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being. Provide training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices. Provide training in techniques to enhance community mobility, including public transportation, community access, and issues related to driver rehabilitation. Enable feeding and eating performance (including the process of bringing food or fluids from the plate or cup to the mouth, the ability to keep and manipulate food or fluid in the mouth, and the initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors. Recognize the use of superficial thermal and mechanical modalities as a preparatory measure to improve occupational performance. On the basis of the intervention plan, demonstrate safe and effective administration of superficial thermal and mechanical modalities to achieve established goals while adhering to contraindications and precautions. Promote the use of appropriate home and community programming to support performance in the client s natural environment and participation in all contexts relevant to the client. Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, and family and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety. Use the teaching learning process with the client, family, significant others, colleagues, other health providers, and the public. Collaborate with the occupational therapist and learner to identify appropriate educational methods. B 5.2 B 5.3 B 5.5 B 5.6 B 5.7 B 5.8 B 5.9 B 5.10 B 5.12 B5.13 B 5.14 B B 5.17 B5.18 B 5.19 Effectively interact through written, oral, and nonverbal communication with the client, B 5.20

4 family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner. Effectively communicate and work interprofessionally with those who provide services to individuals and groups in order to clarify each member s responsibility in executing an intervention plan. Recognize and communicate the need to refer to specialists (both internal and external to the profession) for consultation and intervention. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context. Teach compensatory strategies, such as use of technology and adaptations to the environment that support performance, participation, and well-being. Demonstrate skills of collaboration with occupational therapists and other professionals on therapeutic interventions. Understand when and how to use the consultative process with specific consumers or consumer groups as directed by an occupational therapist. Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention, and communicate the identified needs to the occupational therapist. Facilitate discharge planning by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment, and identify those needs to the occupational therapist, client, and others involved in discharge planning. This process includes, but is not limited to, identification of community, human, and fiscal resources; recommendations for environmental adaptations; and home programming. Recommend to the occupational therapist the need for termination of occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. Assist with developing a summary of occupational therapy outcomes, recommendations, and referrals. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered. Demonstrate knowledge of various reimbursement systems (e.g., federal, state, third party, private payer) and documentation requirements that affect the practice of occupational therapy. Identify strategies for effective, competency-based legal and ethical supervision of nonprofessional personnel. Use professional literature to make evidence-based practice decisions in collaboration with the occupational therapist. Identify how scholarly activities can be used to evaluate professional practice, service delivery, and/or professional issues (e.g., Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning). Demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings. B5.21 B 5.22 B 5.23 B 5.24 B 5.25 B 5.26 B 5.28 B 5.29 B 5.31 B 5.32 B 7.4 B 7.7 B 8.3 B 8.7 B 9.1

5 LEVEL II FIELDWORK LEARNING OBJECTIVES FOR THE EHOVE/LCCC OTA STUDENT: The proposed learning objectives for the Level II Fieldwork experience for a student in our program are listed below. Please read through the learning objectives, discuss them with our student, and see if they are in alignment with your site s objectives and your philosophy on OT education. We also welcome the opportunity for you to collaborate with our program and our student, in order to come up with site-specific learning objectives that reflect the scope and mission of your organization. Write them down on this page, review your objectives and ours with the student, sign the document and return it to the EHOVE/LCCC OTA Program. OTA Program Learning Objectives for a Successful Level II Experience: 1. Student will assume a full client caseload, as defined by fieldwork site, by the end of experience. 2. Student will submit correct, complete and timely documentation according to policies and procedures of fieldwork site. 3. Student will consistently report to the site on time and attend meetings as directed by their site supervisor. 4. Student will follow all policies and procedures as directed by the academic program and the fieldwork site. 5. Student will take initiative in learning opportunities and actively participate in the supervisory process including weekly goal setting for his/her own learning in collaboration with the supervisor. 6. Student will utilize appropriate resources when planning and performing assigned duties. These resources include other team members, literature and experts outside of those available at the fieldwork site. 7. Student will collect data and implement treatment plans on par with an entry-level OTA that address the multiple dynamics that influence a client s occupational performance. 8. Student will achieve the required competencies defined in the AOTA Fieldwork Performance Evaluation. 9. Student will achieve the objectives as listed on the syllabus for OCTA 205. Learning Objectives Specific to Your Site: (Signed by Supervisor) (Date) (Signed by Student) (Date) Return this last page by the end of the first week of the Level II experience to the Academic Fieldwork Coordinator.

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